Título:	Formação inicial de professores em serviço : um estudo sobre o Programa Nacional de Formação de Professores (Parfor) no estado do Rio Grande do Norte
Autor(es):	Damasceno, Lorena Lins
Orientador(es):	Jesus, Girlene Ribeiro de
Assunto:	Professores - formação Educação básica Políticas públicas educacionais
Data de publicação:	4-Jun-2020
Data de defesa:	13-Ago-2019
Referência:	DAMASCENO, Lorena Lins. Formação inicial de professores em serviço: um estudo sobre o Programa Nacional de Formação de Professores (Parfor) no estado do Rio Grande do Norte. 2019. 92 f., il. Dissertação (Mestrado em Educação)—Universidade de Brasília, Brasília, 2019.
Abstract:	In Brazil, there are more than 440 thousand basic education teachers working in the classroom without a higher education degree. This is disturbing given the profusion of existing legal provisions in the country that regulate teacher education for basic education, setting the levels, locations, and deadlines for all teachers to obtain appropriate training. This dissertation dealt with the National Plan for Training of Basic Education Teachers (Parfor) and aimed to analyze the implementation of this Program in the state of Rio Grande do Norte, Brazil. To achieve this goal, our study was conducted in light of the legislation regarding the formation of basic education teachers in force; the articulation between the federated entities for the development of the formation politics; the academic-scientific production on the subject; and the challenges faced by Parfor implementing agents. The timeframe considered the period between 2009 and 2018. In order to describe Parfor’s implementation data in Rio Grande do Norte, we conducted a quantitative survey on the program, using the Freire Platform as a data source. For the analysis of the performance of the federated entities and the articulation established between them (in order to implement the Program), the legal instruments that regulate the program and that establish the attributions of each entity were consulted. There was also recourse to the Technical Cooperation Agreement signed between them, as well as to the minutes of the meetings of the Permanent State Forum to Support Teacher Training. To analyze the management of the Program within the Higher Education Institutions, five semi-structured interviews with actors responsible for the implementation of the Program at the local level (Parfor's General Coordinators) were used as the central methodological procedure. The results obtained indicated that the program was developed from a fruitful articulation between Capes, IES and the Secretary of State for Education, with emphasis on the performance of FEPAD / RN, which proved to be an instance with the potential to materialize the regime of collaboration. However, there was no great engagement and support from the municipal networks, which led the training institutions to assume responsibilities beyond those defined in the initial program design. Despite the weaknesses presented, there was a reciprocal enrichment in the development of Parfor's undergraduate courses, since its students are acting teachers, who daily experience the reality of the basic education schools.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2019.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
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